The goal of these three modules is to support community building while sharing and making use of best practices for writing. More specifically, the conversation centers on a common experience, namely the COVID-19 pandemic, through diverse perspectives and mediums, providing greater awareness of what we share and how we differ within communities as we work through challenges. In addition, students will be encouraged to integrate their own voices into the conversation, understanding the value of their perspective to themselves and others while increasing their understanding of college writing and its conventions.

*These modules are constructed to support insertion at any point in the term.

Implementation Goals:
*Common themes to allow students to bring forward their own experiences in reflecting on and challenging resources
*Multiple pathways to issues and themes (video, audio, textual, etc.)
*Diverse perspectives and critical thinking modeled generated in group discussion
*Clarity in connection between goals and objectives
*Student choice of focus in long papers to support their plans and priorities
*Clear rubrics to be used for discussion posts, rough drafts, and final grading
*Offer option for written or audio feedback on drafts and final papers

Writing Guide with Handbook aligns to the goals, topics, and objectives of many first-year writing and composition courses. It is organized according to relevant genres, and focuses on the writing process, effective writing practices or strategies—including graphic organizers, writing frames, and word banks to support visual learning—and conventions of usage and style. The text includes an editing and documentation handbook, which provides information on grammar and mechanics, common usage errors, and citation styles.

Writing Guide with Handbook breaks down barriers in the field of composition by offering an inviting and inclusive approach to students of all intersectional identities. To meet this goal, the text creates a reciprocal relationship between everyday rhetoric and the evolving world of academia. Writing Guide with Handbook builds on students’ life experiences and their participation in rhetorical communities within the familiar contexts of personal interaction and social media. The text seeks to extend these existing skills by showing students how to construct a variety of compelling compositions in a variety of formats, situations, and contexts.

Students build upon their knowledge of biographies to write their own autobiographical incident. After going through a process of revision, they use a rubric to assess their work.

This lesson will enhance mathematical vocabulary knowledge and reinforce basic skills for solving equations. Mathematical vocabulary is a vital part of this lesson. The lesson will challenge the minds of seventh-grade students with the theory of angles. The student will use the information in the diagram to write an equation and solve for the variable. Terms that will be identified in the lesson are as follows: supplementary, complementary, adjacent, parallel lines and transversal, and vertical angles. This lesson results from the ALEX Resource Gap Project.

The following document analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to written documents.

The following document analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to written documents.

In Yoga Minds, Writing Bodies, Christy Wenger argues for the inclusion of Eastern-influenced contemplative education within writing studies. She observes that, although we have "embodied" writing education in general by discussing the rhetorics of racialized, gendered, and disabled bodies, we have done substantially less to address the particular bodies that occupy our classrooms. She proposes that we turn to contemplative education practices that engages student bodies through fusing a traditional curriculum with contemplative practices including yoga, meditation, and the martial arts. Drawing strength from the recent "quiet revolution" (Zajonc) of contemplative pedagogy within postsecondary education and a legacy of field interest attributable to James Moffett, this project draws on case studies of first-year college writers to present contemplative pedagogy as a means of teaching students mindfulness of their writing and learning in ways that promote the academic, rhetorical work accomplished in first-year composition classes while at the same time remaining committed to a larger scope of a writer's physical and emotional well-being.

Syllabus for two courses: Yoga for Wellness and Yoga All Levels. Both courses make use of a free online text: https://yoga.dasa.ncsu.edu/

Course Description: Appropriate for all levels. A dynamic, flow-style Vinyasa practice linking breath and movement with modifications for all levels offered. Focus will be on traditional postures for functional use and comfort in daily life as well as an introduction to a restorative, deep-stretching style of yoga.

Learning Outcomes & Course Competencies:
At the completion of this course, students should be able to:
1) Explain the relationship between human behavior and health.
2) Understand the basic concepts of the mind-body-spirit connection.
3) Have a basic awareness and understanding of the historical importance of yoga.
4) Understand the concepts of yoga off the mat.
5) Learn and demonstrate the basic use of yoga props.
6) Learn and demonstrate the basic use of restorative postures.
7) Understand and demonstrate the concept of “intention”.
8) Learn and demonstrate the importance of “safe” yoga postures.
9) Understand and demonstrate basic breathing techniques and how it relates to a meditative state.
10) Show respect for yourself and fellow classmates by contributing to an open, non-threatening, non-judgmental, ego free atmosphere.
11) Understand the concept of “being present”.

Students will have to solve the real world problem of locker smell leakage by building an air filter that will cover the vents on the top of a locker. This project goes well with a curriculum on the particle nature of gases and phase changes.

This lesson will provide students with two primary documents, a drawing of a postal stagecoach and a newspaper article outlining the difficulties of mail delivery. Students will complete a graphic organizer to provide evidence that details a specific perspective described in the documents. Students will examine the cultural and economic aspects of the early nineteenth century and will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences. Students will be able to explain how an author uses reasons and evidence to support particular points of view. This lesson was created in partnership with the Alabama Department of Archives and History.

An introduction to Zen, a form of Buddhism that emphasizes seeking one's own Buddha nature through meditation.

The Zimbabwe ICT Essentials for Teachers Course is avaiable as an App for Android phones and tablets. The original course has been reformated to fit on screens of different sizes! The full course is available.

This is an OER textbook about evidence-based practice in nursing. This is an interaction textbook that includes many engaging activities and multimedia. This textbook was written with accessibility standards in mind.

The Art and Science of Evidence-Based Practice in Nursing is an interactive open textbook that focuses on the key areas for a nurse to know when developing skills in evidence-based practice. An introductory special focus is on the muddy points of evidence-based practice content.

Users may use the textbook for free, but must credit author Nancyruth Leibold.

Two Main Goals of the Text

Provide information about evidence-based practice nursing with a focus on the muddy areas that are often challenging to learn when first starting out to learn about evidence-based practice in nursing.
Provide opportunities to improve literacy in evidence-based practice nursing and basic statistics.
The author of the text recommends that other credible sources of information are used along with the textbook to promote the breadth and value of learning from multiple sources. The critical thinker should always use multiple sources to enrich their mind with perspectives from a variety of scholars.

The Overall Aim of the Text
is to provide information to develop nurses as consumers of research evidence to improve patient/family/community outcomes.

This text is intended to be an introductory level resource for nurses learning about evidence-based practice. The text is not a comprehensive or advanced level text or an end all be all resource, but focuses on some critical and challenging aspects for nurses learning about EBP. This text focuses on the muddy areas of EBP. That is, the areas that are commonly confusing for nurses to understand when first learning how to practice EBP in nursing.

We present a consensus-based checklist to improve and document the transparency of research reports in social and behavioural research. An accompanying online application allows users to complete the form and generate a report that they can submit with their manuscript or post to a public repository.

eMarketing: The Essential Guide to Online Marketing by Rob Stokes, a marketing guru and CEO of Quirk eMarketing, Sarah Blake, and his team of QuirkStars, consolidates 11 years of real marketing experience doing online marketing at Quirk into a full length textbook that draws on both academic theory and practical experience. It is intended for third and fourth year marketing students, this textbook covers all of the important aspects of online marketing, including chapters on each of the following areas:* Search Engine Marketing* Affiliate Marketing* Web Analytics and Conversion Optimisation* Web Development* Online Copywriting* Online Advertising* WebPR* Online Reputation Management* Pay Per Click Advertising* Viral Marketing* Social Media Marketing* Search Engine Optimisation* eMarketing Strategy* Market Research* Mobile Marketing* Crowdsourcing* Customer Relationship ManagementIt also features a glossary and index as well as summaries, learning objectives and discussion points for each chapter. This eMarketing textbook offers students information that is highly applicable with examples to which they can easily relate. It is a must-have guide for each and every undergraduate and post-graduate marketing student as well as anyone working in the digital or traditional marketing sphere.

250 years ago, on 16 December 1770, Ludwig van Beethoven was born in Bonn, Germany. To celebrate his anniversary, cultural heritage institutions around Europe organized concerts, exhibitions, talks, and the #Beethoven250 event to celebrate the anniversary and to commemorate the Ode to Joy from the choral movement of Beethoven’s 9th Symphony as an anthem of European fraternity and the official anthem of the European Union. As a powerful network between cultural heritage institutions and educational sectors, the Europeana Education community in October 2020 launched #reinventingBeethoven – a creative educational challenge for students in primary and secondary schools inspired by Beethoven’s life and work. The challenge aimed to encourage students’ creativity with cultural heritage resources from the Europeana website, to introduce music as a powerful educational tool in the classroom for all subjects, and to make students aware of people with disabilities. We invited teachers to introduce Beethoven’s life and work to students and coordinate the creation of an artwork, with prizes for the most popular pieces. To help teachers and engage students, Europeana staff published a new gallery called 'Life and Works of Beethoven', two blog posts 'Beethoven's Ode to Joy: a cultural kaleidoscope' and 'Geniuses and their (dis)abilities' and a Historiana’s source collection.

The project partnership involves five schools from Finland, Hungary, Italy, Slovenia and the coordinating school from Spain and we aim to prepare students for a society dominated by technology and equip them with competences and knowledge built on digital literacy and foreign language skills which can give them the opportunity to implement mobility both within European education and labour market. We want this project to teach our students to become European citizens actively involved in a digitalized society and we are convinced that by providing our students with better digital skills, they will have better job opportunities in the European market as well as a sense of responsibility in terms of technology use.

We also aim to promote education for volunteering as a component of European active behaviour since students will learn how to better work in teams, develop leadership and problem-solving skills, and do volunteer work. This is not only essential for schoolwork but also for further involvement in the community. Therefore, throughout the project there will be practical volunteering activities performed by students, parents and teachers of all partner schools at local and international level.

We also have a concern for disadvantaged students and underachievement, so as teachers we have a need to improve our teaching skills to develop innovative approaches and practices that contribute to the implementation of inclusive methodologies and also to a greater achievement of our students’ basic skills. We want to enhance our digital skills in order to motivate our students and address diversity with the use of innovative ICT tools.

To achieve our aims all schools have agreed on the following objectives:

- Develop and enhance digital literacy, skills and inclusion.

- Make students aware of the need to make a safe use of new technologies and promote a responsible and respectful digital behaviour.

- Increase the European civic competences and behaviour through volunteering.

- Cooperate and exchange good practices and innovative methods to motivate and engage students with the help of ICT tools

- Enhance language skills in first and second languages as well as intercultural competences to improve the student’s command in ICT and skills for work.

- Promote digital training for students and teachers in the use of open educational resources (OER).

The activities have been planned in a way that the project covers the nine elements of Digital Citizenship, namely Digital Access , Digital Commerce, Digital Communication, Digital Literacy, Digital Etiquette, Digital Law, Digital Rights and Responsibilities, Digital Health and Wellness and Digital Security.

Our project includes activities involving participating and working together on tasks at national level and others with students from the five schools of the partnership collaborating and working jointly during mobilities. They will mainly be implemented in the form of non-formal learning, using tools that are the most suitable for assessing the acquired knowledge and skills.

As regards the beneficiaries of the project, the target groups will go through a transparent selection process to take part in the mobilities, but project activities will also involve teachers, students’ families, volunteer students, outside partners, foundations, local authorities and communities for a better impact and dissemination.

We expect tangible and intangible results. Students will have an online portfolio where they collect all the materials created – at the end of the project, based on their work and a test, a digital driver’s licence will be awarded – it will later be used for other students as well and incorporated in the curriculum. Students will take part in debate sessions on topics related to project work during student exchanges.

· Teachers will learn new ways to motivate students with mobile and ICT tools. They will create a manual of their teaching practice on digital citizenship and tools for different educational purposes in different subjects.

The project will have an impact on the students’ future development as the skills acquired will contribute to the improvement of their academic achievements and entering the world of work.

The European dimension will be reinforced as a result of the sustainable cooperation of the five partner schools. Mobilities, methodological changes, and the internationalization of the institutions will mark a turning point at school level after the European experience and will serve as the basis for future cooperation. The project will also help create long-lasting synergies with institutions and collaborating partners in the activities at local, regional and international level. We will seek opportunities for carrying on joint activities based on our project findings and will take part in a new eTwinning or another international project trying to involve as many new members as possible